McAndrew, Patrick and Scanlon, Eileen
(2013).
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| DOI (Digital Object Identifier) Link: | https://doi.org/10.1126/science.1239686 |
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| Google Scholar: | Look up in Google Scholar |
Abstract
Free education is changing how people think about learning online. The rise of Massive Open Online Courses (MOOCs) (1) shows that large numbers of learners can be reached. It also raises questions as to how effectively they support learning (2). There is a timeliness in the introduction of MOOCs, reflecting the right combination of online systems, interest from good teachers in reaching more learners, and banks of digital resources, predicted as a “perfect storm of innovation” (3). However, learning at scale, at a distance, is not a new phenomenon. Seeing MOOCs narrowly as a technology that expands access to in-classroom teaching can miss opportunities. Drawing on decades of lessons learned, we set out aims to help spur innovation in science education.
| Item Type: | Article |
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| Copyright Holders: | 2013 The American Association for the Advancement of Science |
| ISSN: | 1095-9203 |
| Keywords: | massive open online courses; open learning; distance education; tutors and tutoring; internet in education |
| Academic Unit/School: | Learning Teaching and Innovation (LTI) Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET) |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 39736 |
| Depositing User: | Eileen Scanlon |
| Date Deposited: | 17 Mar 2014 09:33 |
| Last Modified: | 08 Feb 2017 23:24 |
| URI: | http://oro.open.ac.uk/id/eprint/39736 |
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